Theses - Education

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https://hdl.handle.net/20.500.14576/32

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Open Access
Curriculum change and its impact on Senior High School students' learning outcomes and teaching and learning activities : teacher perceptions in Lombok Timur
(Universitas Islam Internasional Indonesia, 2023) Mashur; Destina Wahyu Winarti; Charyna Ayu Rizkyanti
Education is one of the tools to shift civilization. The better the education, the higher the progress of the level of civilization of a nation. No civilization is truly progressive without education. Education is part of the civilization, those can influence each other, an advanced civilization naturally produce an advanced education system. Advanced education and civilization are influenced by several aspects of education, one of which is curriculum. Curriculum has become the heart of education as well as being the main support, constructive elements and pedagogic formulations to optimize the learning process in the classroom. The curriculum also become signs that would help to achieve educational goals easier and becomes a plan or scenario that provides the widest possible space for students to develop the potential that already exists within them. This study aimed describing the high school subject teachers' perceptions about the curriculum reform in Lombok Timur, describing the perceptions of high school subject teacher regarding the impact of curriculum reform on the student learning outcomes and describing the perceptions of high school subject teacher regarding the impact about curriculum reform on the teaching and learning activities. To gain the teacher perceptions, the study was conducted in Focus Group Discussions (FGD) which divided into two sessions. To triangulate the findings, the thematic analysis, document analysis and observation were applied. The result showed that the subject teachers have vary perceptions regarding the change. Some participants said that changes did not need to be made because the intensity of changes was frequent enough to make teachers confused, but there were several teachers who give their voices that the changes needed to be made due to the conditions of the times and demands had changed, these changes followed the changing times. Participants said that the curriculum change gave impact on the student learning performances and teaching and learning activity. Moreover, the subject teachers are optimistic with the simple administrative support of change and content designed by the ministry. However, the subject the number of professional development should be increased to improve the subject teacher capacities particularly offline in-service training, differentiated learning model and Pancasila Student Profile Strengthening Project.
Open Access
Empathy-based stories of bullying at boarding school : students' perceptions and expectations
(Universitas Islam Internasional Indonesia, 2023) Zulfikar; Charyna Ayu Rizkyanti; Lukman Nul Hakim
Bullying in Indonesian boarding schools is like an invisible iceberg. The Indonesian Child Protection Commission reports 30 to 60 incidents annually, with 226 cases in 2022 alone. However, the actual numbers may be higher. Despite numerous bullying studies, none have utilized the method of empathy-based stories for data collection. The study aimed to use empathy-based stories to comprehend bullying at Boarding School X in Bogor, West Java. By Qualitative approach, the fictional narratives were used to be effectively capturing emotions and situations. There were 20 students were engaged as the primary source. Along with observations and interviews, three inquiries delved into bullying dynamics, students' expectations, and the method's effectiveness. The findings show boarding school bullying is more distressing than in public schools due to close interactions and limited parental contact. Those involved in bullying experience fear and sadness. Students seek supportive relationships with parents and the school, and friends offer them a safe outlet to express themselves. This study shed a light how the empathy-based stories create a secure space for students to share emotions, preserving self-esteem and amplifying their voices. While the study has limitations due to exam schedules, the effective method holds promise for future applications due to its success and lack of use in Indonesian research data collection.
Open Access
Exploring career guidance program for senior high school students with hearing impairment : a case study in special needs school in Indonesia
(Universitas Islam Internasional Indonesia, 2024) Rahayu Azkiya; Charyna Ayu Rizkyanti; Lukman Nul Hakim
More than one-tenth of Indonesia’s population lives with disabilities. This fact is a challenge that is still faced by the Indonesian government and requires special attention to anticipate future challenges. This study will focus on special needs in hearing impairment, because the number of hearing-impaired individuals in Indonesia has increasingly concerning in the past two years, with the largest percentage being students. One of the programs that can assist them is effective career guidance. It is an essential part of education, aiming to help students understand their talents, interests, potential, and to provide direction in choosing an appropriate career path after graduating from school. This study aimed to explore how the career guidance program is planned and implemented in special needs schools and what are the challenges faced by teacher in implementing the career guidance. This study employs a qualitative case study in one of the senior high schools for special needs (SMLB) in Jakarta Barat, Indonesia. The data analysis was done through Quirkos Thematic Analysis. The data has been obtained through observation, interview, and documentation. The participants of this study were one principal, one vice principal of curriculum affairs, two teachers, three student’s parents, and three senior high school students. The theoretical framework of Career Assessment initiated by Super is used to understand the implementation of career guidance program for individuals with special needs. The framework suggests 4 steps for maximum outcome: Preview, Depth-view, Assessment of all data, and counseling. The result of this study shown that (1) This school carries out several stages in planning student’s career, initially, it collects students personal information, including previous report cards, IQ test results, interest aptitude tests, color blindness tests, and speech test. This data is then discussed with parents and students to determine suitable vocational options. Students will undergo a vocational assessment for three months, after which they are placed in fields aligning with their interests and talents. (2) In implementing careers, teachers focus on students' career maturity, supported by programs such as character education, scouting, leadership training, outing classes, study tours, fairs, and workshops. These programs aim to foster responsibility, discipline, and independence, preparing students for societal and professional life. (3) teachers face three main challenges: students’ limited vocabulary comprehension, the extra effort required to mature students’ careers, and maintaining students' consistency. This study highlights how students with hearing-impaired are vulnerable to feelings of weariness which can hinder their learning process. Therefore, it show an implication for teachers to be more creative and able to use varied methods to overcome this problem. Future research may explore deeper regarding career guidance programs for students with hearing impairment. Exploring career guidance program in varied levels of education may be more valuable contribution, since difference level of education might give difference challenges.
Open Access
Exploring postgraduate students' experiences, benefits, and disadvantages of using chatgpt 3.5 as a more knowledgeable other (MKO) for scaffolding academic writing at a public university in Greater Jakarta, Indonesia
(Universitas Islam Internasional Indonesia, 2024) Ahmed, Maroof; Destina Wahyu Winarti; Charyna Ayu Rizkyanti
The integration of Artificial Intelligence (AI) tools in education, particularly for academic writing, has gained considerable attention. This study examines ChatGPT, an AIpowered writing tool, as a More Knowledgeable Other (MKO) in scaffolding postgraduate students’ academic writing. It is based on Vygotsky's sociocultural theory and investigates the experiences, benefits and challenges of using ChatGPT 3.5 encountered by postgraduate students at a public university in Greater Jakarta, Indonesia. Adopting qualitative research methodology with case study design, the study sheds light on ChatGPT’s use in academia through open-ended questionnaires and semi-structured interviews. The findings show that the students are positively disposed to ChatGPT because it supports their basic academic writing by handling the grammar, syntax, and structure, setting them free for more emphasis on the execution of higher-order writing skills with human MKOs. The study indicates that ChatGPT can be integrated into writing centers, tutoring programs, and coursework in developing students' writing with comprehensive feedback. The study also points out that ChatGPT needs constant assessment and improvement in light of feedback from users, enforcement of intellectual property rights, transparency, and data security to ensure ethical use. Overall, the study emphasizes the potential of ChatGPT as a viable tool to scaffold basic academic writing and suggests further examination in terms of its educational applications to assess the impact of the tool in other academic disciplines.
Open Access
Exploring teacher empathy in early childhood education : perception, understanding, and protices
(Universitas Islam Internasional Indonesia, 2023) Popi Rosepti; Charyna Ayu Rizkyanti; Tati Lathipatud Durriyah
The foundations for learning are built in the early years of life, when children start their first journey of education. During the process, they need other people to be with for helping them to obtain their healthy development. One can do it is teachers whom children are dependent on them at school. Therefore, this study responds to the need by focusing on teachers' perspectives while teaching young children at school. This qualitative study describes the lived experience of nine Indonesian preschool teachers from nine kindergarten schools responding to empathy matters during the teaching process in early childhood education. Informed by Nodding's care relational theory and Cooper's empathy classification in teaching and learning, this study explores the teachers' perception of empathy, their understanding, and their practice in the educational setting. In responding to the first aspect, I addressed the question: "How do teachers perceive the concept of empathy?" and the second research question to the second aspect was: "How do teachers understand empathy in the process of teaching and learning?" following the third research question: "How do teachers practice empathy in the educational setting?". The Interpretive Phenomenological Analysis (IPA) approach was used to explore the teachers experiences in answering the three research questions. Data sources were obtained from interviews and observation and analysed using six stage process of the IPA approach. The stages are sorting to the general sense, extracting or finding significant statements, formulating meaning, clustering themes, and repeating the process and culminating to the last step to describe the phenomenon. The first findings related to teachers' perception of empathy reveal a range of themes pertaining to the concept of empathy. It is centered on teachers perception, word frequency, and teachers experience in understanding young children's empathy. The second findings for teachers understanding on empathy in the process of teaching and learning primarily focus on teachers' understanding which is divided into some discussion; empathy in young children, and the role of teacher empathy in education. and the experiences of teacher empathy in teaching. The last finding discusses the teachers' practice of teacher empathy illustrate a range of experiences in dealing with students' traits, the ability to communicate with students and parents, classroom activities to nurture empathy, the constraints and challenges for demonstrating teacher empathy, both from teachers and parents perspectives. This study contributes to policy makers and teacher educators to build a pedagogical framework for early childhood-empathy-based education. It gives an insight into the importance of empathy while developing a learning module for students by involving some empathy aspects in the teaching and learning process. For the upcoming research, the variety of approaches and participants can add richness of data and deeply explore the concept of empathy in education from various settings and different perspectives.
Open Access
Exploring the implementation of the new literacy policy in primary schools in Indonesia a case study
(Universitas Islam Internasional Indonesia, 2023) Asep Ropiudin; Charyna Ayu Rizkyanti; Tati Lathipatud Durriyah
Nurturing literacy skills in the early years has been extensively studied and demonstrated to contribute to children's success in the later stages of life. The importance of literacy invites government initiatives to provide research-based literacy programs at schools. However, most of literacy reform initiatives reported to have many issues. While similar literacy initiatives have been massively implemented globally, the literature suggests the issues range from the formulation to the implementation process. Therefore, the more comprehensive approach to see the literacy policy is needed to understand the complexity of the process. This study aims to explore the implementation of literacy policy in the context of Indonesian primary schools. The research questions focus on understanding the factors influencing the formulation of the literacy policy, the conceptualization of literacy in policy documents, and how teachers implement the literacy policy, including their knowledge and perception, their practices, and the challenges they encounter when implementing the policy. Since the study is explorative in nature, this study utilizes a qualitative case study design. The data collection method includes document analysis of policy documents related to the current literacy policies, semi-structured interviews with policymakers, and questionnaire and semi-structured interviews with teachers. The data were analyzed using the thematic analysis method. The finding from the study reveals the historical context and factors leading to the formulation of the current literacy policies in Indonesia. Besides, how the conception of literacy intersects with the current literacy research was presented by analyzing the policy documents. Finally, the study highlighted teachers’ practices and discussed the unintended consequences related to inequity in access to knowledge and resources. While the government has prioritized literacy to be embed across curriculum in Indonesian primary schools, teachers’ challenges need to be addressed to ensure successful implementation.
Open Access
Exploring wellbeing strategies among student council members in pesantren-based senior high schools : a case study on multiple site
(Universitas Islam Internasional Indonesia, 2024) Zaima Bunga Wijayanti; Lukman Nul Hakim; Charyna Ayu Rizkyanti
Student council are currently become the subject of significant attention since in this several years, there are numerous cases of physical harassment reported in pesantren done by the student council members. This indicates that some students are not adequately prepared to serve as student council members. Those unreadiness is related to their well-being. Being a student member with numerous duties are challenging. Student council members, who are still in adolescence, must be prepared to face numerous challenges while also navigating their own personal struggles. This research aims to explore the experiences of student council members in pesantren, focusing on their strategies for maintaining well-being while managing organizational and school responsibilities. This qualitative study offers a multisite case study of the experiences, challenges, and tactics of student council members as they navigate the intricate interplay between their organizational responsibilities and their personal well-being. The four dimensions (Having, Loving, Being, Health) of well-being theoretical framework from Konu (2002) was used as a framework of the phenomenon. There were 12 students from 3 Pesantren that participated in this research. To ascertain the diverse experiences and perspectives of student council members, this study employed in depth interviews. The data then being analysed using thematic analysis. Through their narratives, this research illuminates the distinctive stressors they confront, the multifaceted coping strategies they employ, and their personal growth journeys as they strive to maintain their mental health and well-being. This research contributes to a more nuanced understanding of student well-being in the context of modern pesantren. The findings indicate that the majority of challenges encountered by student council leaders pertain to interpersonal relationships, particularly those with peers and members, which can be conceptualized within the Loving dimension. While each dimension presents its own unique set of challenges, the existence of time-consuming organizational tasks that encroach upon school time, including periods designated for leisure, also represents a significant hurdle for student council administrators. Furthermore, the demands of these tasks have been observed to impact the physical and mental well-being of student council administrators, leading to increased susceptibility to illness and feelings of stress. In terms of strategy, student council administrators tend to overcome challenges by adapting their approach to suit the circumstances. They endeavour to manage their time effectively, establish daily schedules, and cultivate an understanding of their physical condition. This is subsumed under the category of problem-based coping, which is designated as "compromise." Moreover, open discussion and communication are crucial for the effective functioning of the organization. This is an example of emotion-based coping, known as "Identification," whereby an individual attempts to emulate the thoughts and behaviours of others. Moreover, based on the findings, there are some suggestions for the schools: 1. Consider organizational tasks that will take up students' school or recess time. 2. Create effective training to improve students' readiness to become student council members. 3. Maximize the task of Caregiving to be able to be a place to complain about the students, especially the student council members.
Embargo
Gender differences in stress perception, stress causes, stress coping strategies among student parents
(Universitas Islam Internasional Indonesia, 2024) Ghufronakallah; Nina Nurmila; Charyna Ayu Rizkyanti
Carrying out many roles and responsibilities that must be completed simultaneously by student parents may cause them to experience stress, which can affect their well-being. The objectives of this study are: (1) To understand how male and female student parents perceive stress, (2) To explore factors that cause stress between male and female student parents, (3) To find out the differences in stress coping strategies used by male and female student parents. This research explores the theoretical framework of stress and coping based on Lazarus and Folkman's Transactional Model of Stress and Coping (1984) to understand the interaction between individuals and their environment in responding to stress. Coping strategies were categorized into problem-focused coping and emotion-focused coping, highlighting the different approaches used by student parents to deal with stress. This research uses a qualitative approach, with semi-structured interviews and observations as data collection methods, to obtain an in-depth picture of the perception of stress, factors that cause stress, and stress coping strategies among male and female student parents at one of the universities in Depok. A purposive sampling technique was used to select participants, where participants had to meet the criteria to achieve the research objectives. 14 participants in total consisting of seven male student parents and seven female student parents were involved in this study. The findings of this research reveal: (1) various perceptions of stress by student parents, namely overthinking, unreadiness, burnout, unstable emotion, confusion, and incapability; (2) factors faced by student parents include family problems, especially those related to children's health, academic pressure, financial problems, and sexual needs; (3) the coping strategies used by student parents show that most participants both male and female student parents used Emotional Focus Coping (EFC) to deal with stress, in which male student parents tend to use avoidance-based EFC, such as engaging in activities such as sports, hobbies and entertainment, while female student parents are more likely to utilize self-reflection and positive reappraisal through writing and prayer. Based on the above findings, this study recommends that the university provide a counseling center (which applies therapeutic methods), peer support groups, and health services to help student parents deal with stress and other well-being difficulties.
Embargo
Investigating school readiness : teachers and parents’s perspectives and practices in a public kindergarten located in Tangerang
(Universitas Islam Internasional Indonesia, 2024) Catur Niasari; Tati Lathipatud Durriyah; Charyna Ayu Rizkyanti
Early childhood education programs can serve as a beneficial starting point for promoting school readiness. Children can strengthen the foundational learning processes that will affect their lives in the future during early childhood programs. This study utilizes a qualitative case study approach with six teachers and five parents at a public kindergarten located in South Tangerang, Banten, Indonesia. The aims of this study are to gain a deeper knowledge of how teachers and parents perceive school readiness, and explores the practices taken by teachers and parents to promote school readiness, and develop an effective program to support school readiness. Focus group discussions (FGDs), interviews, questionnaires, and observations were the sources of the data. Additionally, this study employs thematic approach to analysis the data. The first finding, which pertain to the conceptualization of school readiness, highlight the maturationist view, such as socio emotional skill includes independence, interact well with the environment and good in adaptation. Furthermore, the conceptualization of school readiness emerged as holistic readiness includes supportive teacher and support from the government. The second finding focuses on the practices of teachers and parents, highlighting play-based learning and a naturalist approach, developing whole development aspect such as motoric skills, cognitive and language, socio emotional aspect, moral and religiosity and approach to learning aspect. Moreover, it also addressing the challenges faced by teachers and parents in the practice of school readiness. The third findings explore how school and teacher programs, aimed at promoting rich learning environment in the context of school readiness school readiness such as; child-centred that focuses on play matters, focus on children characteristic and respect on their progress. Lastly, fostering positive environments for children such as; personal approach, emphasize children’s security feelings, valuing various family background, and fostering effective communication with parents and school member. The study concludes that a collaborative effort between teachers, parents, and the government is crucial for fostering holistic readiness and rich learning environment skill readiness for children. The study analysis the conceptualization and practices of teachers and parents, advancing the arguments of Brofenbrenner's bioecological framework and constructivism learning theory for enhancing school readiness in public kindergarten environments. This thesis concluded by advocating for increased collaboration between home, kindergarten, and elementary settings in the development of a school readiness program for elementary school students.
Open Access
Pathways between parent attachment and student well-being in Mataram : the mediating role of teacher-student relationship and peer attachment
(Universitas Islam Internasional Indonesia, 2024) Eka Hermansyah; Charyna Ayu Rizkyanti; Destina Wahyu Winarti
The study investigates the pathways between parent attachment and student wellbeing in Mataram, focusing on the mediating roles of teacher-student relationships and peer attachment. Well-being is an urgent topic to raise because of its ability to prevent mental health issues. Understanding well-being well will be an advocacy for policy makers to prevent mental health problems in the educational context. Most research has looked at the influence of social and attachment on well-being, but analysis of the conceptualization of attachment models experienced by adolescents at school is still very rarely carried out. Using the school well-being model by Konu & Rimpela (2002), a quantitative approach with a non-experimental design was employed, using multi-cluster sampling to select 481 high school students from seven schools in Mataram as participants. The data were analyzed using descriptive statistics and linear regression with PROCESS mediation tools. The analysis revealed significant relationships between parent attachment and both mediators (peer attachment and teacher-student relationship), which in turn correlate to students' well-being directly or indirectly. In this research, teacher-student relationship mediation has a higher coefficient value than peer attachment on the relationship between parent attachment and students' well-being. The study concludes that attachment formed with parents, teachers, and peers substantially impacts the well-being of students, highlighting the importance of these relationships in educational settings. Future research is suggested to explore these dynamics further, particularly through longitudinal studies and in different cultural contexts.
Open Access
Principal's leadership styles in implementing non-academic programs : a case study of a private senior high school in Indonesia
(Universitas Islam Internasional Indonesia, 2023) Dhian Sintapertiwi; Charyna Ayu Rizkyanti; Nina Nurmila
Education field has shown great interest in the scope of school leadership. Many education stakeholders begin to see the figure of the school principals as a determinant of the success of a school. However, school success is not easy due to the multilayered roles and challenges that principals face daily. One of the principals’ priorities is to fulfill the students’ needs. In practice, academic achievement is not the only thing that students concern. Particularly at the senior high level, completing school is not the only thing in students’ minds. Students begin to think about their future after graduation. Numerous life choices have the potential to be a heavier burden such as thinking about what to do after school, worrying about university, and wondering about career. In this regard, non-academic programs that emphasize selfpotential development at school play an important role. In Indonesia, the non-academic programs provided for self-potential development purposes at all levels of education are stated in the Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia (Permendikbud) No. 62 Year 2014 for extracurricular and No. 111 Year 2014 for Bimbingan Konseling (BK). The way principals implement the school programs can be seen in how they adopt leadership styles. Even though leadership styles sound familiar as principals’ daily practice, a deep understanding of this topic is still lacking. Moreover, not much research has been shed on the topic of school non-academic programs. This study aims to (1) Find out the non-academic programs provided by the school to support students’ needs (2) Explore the leadership style practiced by the principal to running the non-academic programs provided by the school to support students’ non-academic needs. (3) Explain the principal’s strategies in overcoming the challenges faced by the school in implementing the non-academic programs, and (4) Elaborate the efforts that can be carried out by the principal to improve the ongoing leadership style for the non-academic school programs’ improvement in the future. This study employed a Qualitative case study approach. The participants in this study were one school principal, one curriculum assistant, one Bimbingan Konseling (BK) teacher, one extracurricular coordinator, one student, and one parent from one selected private senior high school in Depok, Indonesia. Semi-structured interviews, school activity observations, and school document analysis were conducted to collect data. The data was analyzed thematically through several steps such as getting familiar with the data, generating the codes, constructing the themes, reviewing for any possible themes, naming the themes, and producing the reports. The findings from this study showed: (1) Extracurricular and BK are non-academic programs provided in the school which consist of programs that are held outside the classroom learning hours, programs that highlight noncognitive outcomes, and programs that uphold Multiple Intelligence (MI), (2) The principal at the selected school adopted the Participative leadership style in running the extracurricular program and the Laissez-faire (Delegative) leadership style in running the BK program, (3) The principal applied a tiered support system to overcome the constraints and weaknesses of the extracurricular and BK programs at the selected school, and (4) The principal’s initiative to enrich knowledge regarding the two non-academic programs emerged as the theme for improving the current leadership style in the selected school of this study. Based on the above findings, this study recommends further exploration of principals’ leadership styles in implementing non-academic programs at varied levels of education since students at different levels of education have different needs.
Open Access
Providing access to education through community-based education : a case study of two provinces in Afghanistan
(Universitas Islam Internasional Indonesia, 2023) Kayen, Hazrat Shah; Nina Nurmila; Charyna Ayu Rizkyanti
Afghanistan has traditionally faced educational decline, despite the country's enormous academic potential. Throughout the history of modern education in the country, the primary areas of underdevelopment have been education quality, access, gender equality in education, school infrastructure, teacher development, national curriculum, and developing a responsive school system. At the same time, plans have been made to improve access to education and meet the needs of everyone. Aside from the general education system, two programs, community-based education and accelerated learning, have been created to help provide access to education in remote regions and to people over the age of enrolling in the public education system. The current study investigated the quality and accessibility of community-based education programs. This study focuses on three main areas: (1) the quality of education for community-based education envisioned by the program's policy, (2) the extent to which the community-based education program is effective in providing access to education in rural and remote areas, and (3) factors that impacted the quality of education in actual community-based education classes after the policy was implemented. This study applied a qualitative research methodology to investigate quality and access in a community-based education program. The primary data collection approach was semi-structured interviews with students, teachers, community leaders, and implementing organizations. Thematic analysis was used to search for repeating patterns in the study data. The study's findings demonstrated that: (1) community-based education policy visioned a high quality of education given the urgency and makeshift arrangement of community-based education program. It was also found that community-based education provided enhanced access to education in rural and remote covering almost every rural and remote community under the community-based education program. (2) Regarding access to education and policy effectiveness, the study found that factors like reduced distance, gender-appropriate classes, and community support increased access to education. On the other hand, factors such as lack of infrastructure, families not allowing children sometimes, and cultural barriers (for girls) hindered access to community-based education programs. Overall, the community-based education program project has been viewed as a successful alternative to education in rural and remote locations. (3) While the policy stated that the community-based education program would provide high-quality education, the classrooms still required adequate attention regarding class facilities and instructors competence. These two factors negatively impacted the quality of community-based education program. Better cooperation and coordination, supervision, and teacher training were identified as factors contributing to quality in community-based education classes. Teacher competence and adequate learning and teaching facilities are two areas the study recommends for improvement in this program. The current research is critical for bridging the gap between communities and government agencies. Similarly, the study informs policymakers about the policy's strengths and weaknesses. This study gives insights into policy change and recommendations from this program's communities to develop further and enrich community-based education. Finally, the study proposed additional empirical research into community-based education programs.

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